LIST OF FIGURES Figure 2.1: A course-portfolio guideline in the Basic Translation Exercises from Johnson, 2003 ---page 29 Figure 2.2: Popescu 2011’s framework on learning objectives in a
INTRODUCTION
Background to the study
Nowadays, English has played important part in the international integration environment and translation is pointed out as an effectively communicative way (Newmark, 2003; Vermes, 2010) Translation studies, therefore, is considered not only an academic program but also an essential subject towards undergraduates at Vietnamese universities (Ho Dac Tuc, 2012; Nguyen Thi Kieu Thu, 2017)
Vermes (2010) emphasizes that translation encompasses more than just transferring structure; it also serves as a vital tool for language learning and effective communication Effective translation relies heavily on language acquisition and overall language competence, as highlighted by scholars like Baker (1992), Newmark (1988), Robinson (2003), Popescu (2011), and Munday (2016) Transfer competence is crucial, defined as the understanding of translational relationships between languages, enabling translation students to appropriately match languages rather than just using them individually (Pym, 2010).
Translation is a challenging and complex task for EFL students, often leading to errors due to its arduous nature Besides linguistic skills, extra-factors such as self-direction, self-confidence, and reflection have been examined within various models and frameworks (Oroczco and Albir, 2002; Johnson, 2003; Galỏn-Maủas, 2016) These factors play a crucial role in enhancing translation competence and overcoming common difficulties faced by learners.
Translation error analysis is a valuable tool for assessing student achievement after a translation course, providing insights into their linguistic competence and language acquisition skills in a foreign language It helps identify common translation mistakes stemming from a lack of linguistic proficiency and translation skills, as highlighted by Popescu (2011, 2013b) This method allows educators to evaluate how well students have developed their language abilities and translation capabilities, ensuring targeted improvement in language learning and translation proficiency.
To address the limitations of traditional assessment methods, portfolio assessment has emerged as a popular alternative in translation teaching, offering diverse and flexible evaluation models Portfolios serve as an effective tool for assessing and enhancing translation skills due to their authentic, adaptable, and progressive nature (Brown & Hudson, 1998; Baume, 2000; Johnson, 2003; Fernández Polo & Cal Varela, 2011) Additionally, portfolios contribute to the development of students’ translation competence by integrating teaching, learning, and assessment processes, fostering continuous growth and skill acquisition in translation education.
Portfolios serve as a comprehensive assessment tool that showcase student achievements, progress, and readiness for future challenges at the end of a course, making them valuable for summative evaluation (Brown, 2004) As a formative assessment method, portfolios focus on learning through reflective statements where students articulate their goals, strategies, progress, and difficulties, fostering self-awareness and growth One of the key purposes of these reflective statements is self-monitoring, which significantly influences translation competence development (Washbourne, 2013; Galỏn-Maủas, 2016).
Students can independently develop a clear and deep understanding of the relationship between the methods they use and the results they achieve through self-monitoring and reflective learning This process is especially crucial in translation, where self-assessment enhances learning alongside external support from teachers and peers By engaging in self-monitoring and reflection, students can effectively direct their translation learning journey, identifying their strengths and areas for improvement.
3 solving strategies of practicing translation Through portfolio-based translation course, students’ English language and translation competence can be improved
Research by Fernández Polo and Cal Varela (2011) and Aulia et al (2014) demonstrates the effectiveness of portfolios in enhancing EFL majors’ translation competence In Vietnam, numerous studies have highlighted the benefits of portfolio-based learning for developing various language skills, including writing, listening, and speaking (Mai Thu Duong, Nguyen Thi Kim Cuc, and Griffin, 2011; Le Quang Dung and Nguyen Thi Dieu Ha, 2019; Phan Thi Thu Nga, 2019) These findings indicate that incorporating portfolios into language teaching can significantly improve students’ overall language proficiency and skill development.
Several Vietnamese scholars and authors have explored the use of portfolios as an effective tool for learning and assessment in Vietnamese-English translation education These studies highlight how portfolios can improve students’ self-monitoring skills and enhance their translation competence This approach benefits both English major and non-major students, with particular emphasis on students studying International Relations Incorporating portfolios into translation classrooms can significantly contribute to students' language proficiency and professional development.
This research paper emphasizes the importance of authenticity in newspaper articles by utilizing real language, as highlighted by Popescu (2013a), through Vietnamese news extracts for translation tests and course texts at Saigon University It aims to adapt Johnson’s (2003) Basic Translation exercises course portfolio, Galỏn-Maủas’s (2016) learning portfolio, and Popescu’s (2011, 2013a) frameworks on translation competence and error analysis These frameworks serve as effective tools for learning, teaching, and assessment, with the goal of improving self-monitoring and enhancing linguistic competence—a key subcategory of translation competence—in the translation course within the International Studies program at Saigon University.
Statement of the problems
Translation competence is particularly challenging for English-majored learners, including professional translators, novice translators, and students in ESP translation courses worldwide Vietnamese EFL students also encounter significant difficulties in developing translation skills, as highlighted by Nguyen Thanh Tung (2017) and Le Thi Ngoc Diep (2018).
Translation methods have not been systematically and pedagogically taught at high school levels, leaving students underprepared for advanced language tasks At Saigon University, International Studies students in the International Relations Department are not trained as professional translators, despite the academic requirements of their program Their Translation Course aims to develop both translation skills and language proficiency, preparing students for their future careers in international fields.
Students of the International Studies and International Relations Department at Saigon University come from diverse regions across Vietnam, despite passing the university entrance exam They face similar challenges in translation learning, resulting in comparable translation skills and competencies Due to limited motivation to self-monitor and improve their translation abilities, their progress in acquiring translation competence is hindered Additionally, a two-year gap without academic English courses at Saigon University means students have not been exposed to English-related subjects during their initial years, further impeding their language development.
The translation textbook developed for the International Studies program at Saigon University's International Relations Department primarily targets internal use by faculty It emphasizes theoretical aspects of translation and grammatical principles, serving as a comprehensive resource to enhance students' understanding of translation theory within the university curriculum.
Effective translation training at Saigon University’s International Studies Department faces challenges due to limited exposure to diverse translation structures Mastering five key translation structures is essential for developing students' translation competence and self-monitoring skills Relying solely on the course book without incorporating additional practice hampers students' ability to improve their translation quality To enhance learning outcomes, students need to actively apply and adapt these translation structures beyond textbooks Incorporating varied exercises and real-world examples can significantly strengthen their skills in translation and self-assessment.
Translation theories are often too complex for International Studies students at Saigon University to grasp within the limited timeframe of their translation course According to Razmjou (2003), possessing only theoretical knowledge and practical skills is inadequate for effective translation training A pedagogically systematic and sophisticated approach to translation education is essential to significantly improve students’ translation abilities Such an approach should include extensive practice with real-world texts and translation tasks beyond textbook exercises to better prepare students for professional translation challenges.
In the perspectives of the co-relationship between language competence and translation competence, however, there have not been any studies on using portfolios to develop students’ awareness of translation quality or self- monitoring, and enhance translation competence in the context of Vietnam Accordingly, this problem should be investigated
To address the identified issues, implementing pedagogically systematic and sophisticated translation approaches is essential, drawing on resources such as Johnson’s (2003) Basic Translation Course portfolio, Galỏn-Maủas’ (2016) learning portfolio rubric, and Popescu’s (2011, 2013a) models on translation competence and error analysis This study emphasizes improving students’ self-monitoring skills, focusing on raising awareness of translation quality, accurately identifying various types of errors, and applying effective error correction strategies Additionally, the use of portfolios is explored as a means to enhance linguistic competence, supporting overall translation proficiency and quality.
6 translation competence subcategories in the translation course of International Studies of International Relations Department at Saigon University.
Aims and objectives of the study
Students learning translation from L1 to L2 face significant challenges across vocabulary, grammar, style, syntax, comprehension, and cultural differences, which complicate both language acquisition and translation skills The complex interplay of cultural, syntactic, and linguistic features, along with pedagogical methods, makes it difficult to thoroughly study and analyze these aspects within limited space and time This study aims to establish clear and specific objectives to address these issues effectively.
This study investigates the implementation of the Basic Translation Course portfolio as an effective tool for developing students’ self-monitoring skills, specifically their awareness of translation quality, within the translation classes of the International Studies program at Saigon University The research aims to analyze how the portfolio encourages students to critically assess their translations, thereby enhancing their overall translation competence Findings suggest that integrating the portfolio into the curriculum can significantly improve students' self-evaluation abilities and promote independent learning in translation education This study highlights the importance of portfolio-based assessment in fostering students’ awareness of translation accuracy and quality assurance in higher education.
This study evaluates the effectiveness of the Basic Translation Course portfolio as a tool to enhance students’ translation competence in the International Relations translation class at Saigon University The research focuses on how well the portfolio supports skill development and practical application in translation tasks Findings suggest that implementing the portfolio method significantly improves students’ translation abilities and confidence The results highlight the importance of integrating portfolio-based activities into the curriculum to foster better learning outcomes Overall, the study demonstrates that the Basic Translation Course portfolio is a valuable instrument for advancing translation proficiency among International Relations students at Saigon University.
Research questions
This study aims to enhance translation teaching for EFL non-major students by increasing their awareness of translation quality and developing their translation competence through the use of student portfolios The researcher seeks to contribute positively to language education by exploring effective methods to improve students' translation skills The primary goal is to test the hypothesis that portfolio-based learning can significantly elevate students' understanding of translation accuracy and overall performance in EFL settings.
H1: Using Basic Translation Course portfolio will enhance students’ translation competence in the translation course of International Studies of International Relations Department at Saigon University
H0: Using Basic Translation Course portfolio will not enhance students’ translation competence in the translation course of International Studies of International Relations Department at Saigon University
On the hypothetical basis, the current study attempts to answer the following questions:
1 Is the Basic Translation Course portfolio effective to enhance students’ translation competence in the translation course of International Studies of International Relations Department at Saigon University? If yes: a Does the Basic Translation Course portfolio help improve students’ self- monitoring in the translation course of International Studies of International Relations Department at Saigon University? b To what extent does the Basic Translation Course portfolio enhance students’ translation competence in the translation course of International Studies of International Relations Department at Saigon University?
Scope of the study
This study focused on translation competence and self-monitoring as its main aspects, highlighting their importance in language learning Using the Basic Translation Course portfolio combined with learning portfolios and linguistic theory of translation, the research explored the relationship between linguistic competence and translation skills Key findings indicate significant improvements in students’ self-monitoring abilities and translation competence throughout the portfolio-based translation course The research was conducted with two classes of 30 junior students from the International Studies of International Relations Department at Saigon University, demonstrating the effectiveness of portfolio-based learning in enhancing translation skills.
8 at intermediate-level English, who had confronted with the difficulties in improving self-monitoring and developing translation competence as the aforementioned reasons
This study assessed translation competence based on portfolio assessment criteria and translation quality standards aligned with the rubric for the Basic Translation Course portfolio Additionally, it incorporated Popescu (2013a)’s model of translation error analysis to evaluate students’ linguistic competence The analysis categorized translation errors into three main types: linguistic errors, comprehension errors, and translational errors, providing a comprehensive understanding of students’ translation abilities Details of these error types are provided in Appendix B of the study.
This research focused on key components of translation competence, specifically linguistic competence, ICT competence, and self-monitoring competence (Popescu, 2011), while excluding other competencies These three subcategories were thoroughly evaluated using a specialized rubric outlined in Appendix D The students’ portfolios from the experimental group comprised various materials, including textbooks, assignments, reports, translation drafts, artifacts, five essential translations (two tests and three practice translations), self-reviews, feedback from teachers and peers, and revised drafts By collecting, organizing, and analyzing these materials, the study assessed the development of students' self-monitoring and translation skills effectively.
This study enhances students' self-direction and translation competence by adapting Johnson's (2003) Basic Translation Course portfolio, Galçon-Maŭas's (2016) learning portfolio, and two frameworks by Popescu (2011, 2013a) focusing on translation competence and error analysis These integrated frameworks provide a comprehensive approach to developing essential translation skills, promoting active learning, and facilitating self-assessment among students Implementing these portfolios and models aligns with key SEO strategies by emphasizing effective translation education, skill development, and academic improvement.
Significance of the study
This study focuses on students’ self-monitoring, linguistic competence as a key component of translation skills, and the implementation of Basic Translation Course portfolios among International Relations students at Saigon University It aims to enhance students' understanding of self-monitoring and translation competence to improve their translation abilities The findings are expected to provide valuable insights that can support students in developing their translation skills within the context of this course.
The Basic Translation Course portfolio enables students to enhance self-monitoring skills, including awareness of translation quality, error identification (as outlined in Appendix B), and strategies for correcting translation errors, thereby preparing them to address future challenges This pedagogical approach supports the gradual development of translation competence by engaging students with systematic portfolio use and assessment rubrics throughout the course.
This study examines linguistic competence from the perspective of its complementary relationship with translation competence, highlighting their interrelated nature Key aspects of linguistic competence—such as morphology, syntax, and collocations—are identified as fundamental dimensions Translation competence, in this context, encompasses linguistic skills along with ICT proficiency and self-monitoring abilities (Popescu, 2011), although other competencies are not considered The research investigates three subcategories of translation competence, evaluated through a dedicated rubric outlined in Appendix D for the Basic Translation Course portfolio, emphasizing a comprehensive approach to assessing translation skills.
The outcome of this study is more likely to be a reliable source of reference for translation trainers and teachers towards understanding Basic Translation Course portfolios As a tool for learning and assessment in translation classes of International Relations, process-oriented training and concentrating on improving
10 self-monitoring and translation competence development, this research is hoped to be able to contribute to the field of translation teaching, learning and assessment
This study highlights the practical benefits of the Basic Translation Course portfolio in supporting and developing students' translation skills within International Relations By providing detailed feedback, collaborative activities, class discussions, process modeling, self-assessment, and problem-solving strategies, the course aims to gradually enhance translation competence among International Studies students at Saigon University These efforts contribute to improving the overall quality of students’ translations and prepare them to address future challenges in the field.
Definition of key terms
Translation competence, as defined by Popescu (2011), encompasses various skills essential for effective translation In this study, it is specifically conceptualized as including linguistic competence, which serves as a key subcategory Additionally, the framework emphasizes the importance of monitoring competence and intercultural transfer competence (ITC), highlighting the multifaceted nature of translation skills necessary for accurate and culturally sensitive translations.
According to Popescu (2013a), translation errors can be categorized into three main types: linguistic errors, comprehension errors, and translational errors Linguistic errors include morphological, syntactic, and collocational mistakes, while comprehension errors stem from misunderstandings of lexis or syntax Translational errors involve distortions, additions, and omissions that occur during the translation process This three-category framework provides a comprehensive understanding of common pitfalls in translation, aiding in more accurate and effective translation practices.
Self-monitoring: This definition is mainly based on Popescu (2011)’s self-monitoring competence – that means improving students’ awareness of
The article emphasizes the importance of improving translation quality by identifying common error types and implementing effective error remedies Additionally, it highlights the role of independent study in developing translation competence, encouraging students to enhance their self-awareness of translation quality through continuous editing and self-assessment practices Incorporating these strategies can significantly improve translation accuracy and overall proficiency.
Translation course: the translation course in this research, called
Translation Course of International Studies of International Relations Department at Saigon University, mainly focuses on Vietnamese-English, and English-Vietnamese translation of the authentic news extracts as the basic translation exercises so that they can enable to support students in both language competence and translation competence
In the Basic Translation exercises course, a portfolio serves as a comprehensive collection of students' work conducted within the course, facilitating both summative and formative assessment This portfolio aims to improve students' self-monitoring skills and enhance their translation competence, particularly in translating Vietnamese news extracts into English Adapted from Johnson's study on the Basic Translation Course portfolio, it involves students collecting relevant documents and selecting their best translation works to track their progress and development.
(2003) and learning portfolio by Galỏn-Maủas’s (2016).
Organization of the study
This paper is organized into five key chapters, a list of references, and appendices aside from the acknowledgement, the abstract, the list of abbreviations, figures and tables
The introduction chapter provides the overall background of the research and clearly states the problem to be investigated It outlines the research objectives and formulates key research questions to guide the study Additionally, this chapter defines the scope of the research to ensure focused and effective exploration of the topic.
12 significance of the study are addressed
The second chapter, the Literature Review, provides a comprehensive overview of key research on translation theory, approaches, and processes, highlighting current methodologies and practices It also summarizes studies related to translation portfolios, competence, quality assessment, and self-monitoring, offering a broad understanding of essential concepts The chapter critically examines past controversies and debates in the field, identifying existing gaps in research Through this review, a solid conceptual framework is developed, guiding the direction and focus of the study for clear and well-defined research objectives.
The third chapter, Methodology, outlines the research process, including the research design and study site It details the sampling procedures and the selection of participants, as well as the research instruments such as students’ portfolios assessment and translation error analysis The chapter also describes the data collection methods and the procedures used for data analysis Additionally, it provides the research framework with a justification for its application, culminating in an evaluation of the validity of portfolio assessment based on the assessment rubric.
The fourth chapter – Findings and Discussion chapter – indicates the research results This chapter denotes the similarities and differences in the findings based on the aforementioned literature
The fifth chapter, focusing on implications and conclusions, summarizes the key findings of this study and highlights significant pedagogical implications for translation teaching, learning, and assessment It discusses the research limitations and offers valuable recommendations for future research directions.
LITERATURE REVIEW
Concept of translation
Translation has been defined by numerous linguists and scholars across different schools of thought, emphasizing both the process and the product (Shuttleworth and Cowie, 1997) This article focuses on key definitions, theories, and approaches of translation, with particular emphasis on the linguistic model, which serves as the central concept of this study.
According to House (2018), translation involves converting text from one language to another by transforming various linguistic elements, from individual words to larger units such as phrases, sentences, and paragraphs It encompasses the process of accurately conveying meaning across different languages, making it a vital aspect of cross-cultural communication and global understanding Effective translation ensures that the original message’s intent, tone, and context are preserved, facilitating seamless language integration in various fields.
According to Newmark (1988), translation involves the effort to convey the same message from a source language (SL) into a target language (TL) He emphasizes that translation is primarily about rendering the meaning of a text in a way that reflects the author's original intent Translation encompasses three aspects: the act of translating, the process itself, and the activity overall, as discussed by Catford (1965) and Bell (1991).
Translation is defined as the process of substituting a text in one language for a text in another, as described by Catford (1965) Nida (1964) emphasizes that translation involves reproducing in the target language the closest natural equivalent of the source language text in both meaning and style According to Munday (2016), translation encompasses three major meanings within the field of language, highlighting its multifaceted nature.
Translation involves adapting content from one language to another, focusing on conveying the original message accurately This process encompasses various aspects, including the general subject matter or phenomenon being addressed, the specific product—which is the translated text—and the translation process itself Effective translation ensures that the meaning and context are preserved while making the content accessible to different audiences across languages.
Various authors have developed different translation notions, highlighting that translation is influenced by learners' linguistic and translation competencies Despite these developments, translation is often considered "complicated, artificial, and fraudulent" (Newmark, 1988, p.5), emphasizing its complex and challenging nature.
To the extent of linguistics, language-oriented theories contributed to translation theory development and achievements in the perspectives of semantics, text-linguistics (Catford, 1965) Basically, it means that translation competence can be considered to view in terms of the mutual co-relationship with language competence
In addition, regardless of the contexts, Catford (1965) draws attention to the idea to his translation school that meaning is language specific (cited by Kenny,
Pym (2010) highlights that a linguistic approach can significantly enhance translation teaching by utilizing systematic language data analyzed across various levels, including phonology, morphology, syntax, semantics, textual aspects, and discourse Incorporating linguistic disciplines into translation education provides a comprehensive understanding of language structure, leading to more effective translation skills development.
This section focuses on semantic translation, which was primarily adopted to enhance the translation course in the International Studies of International Relations Department at Saigon University Semantic translation emphasizes preserving the original text's value within the target language, ensuring that the meaning is accurately conveyed According to Newmark (1988), this approach aims to render the precise contextual meaning as closely as possible, respecting both the semantic and syntactic features of the target language.
Research on translation models and methods reveals diverse understandings of translation competence, with definitions by scholars such as Nida (1997), Pym (2003), Orozcо and Albir (2002), Johnson (2003), and Galỏn-Maủas (2016) Translation competence is generally understood as the ability to achieve high-quality translation skills, qualifications, or knowledge Chomsky distinguishes between 'competence'—an idealized inner ability—and 'performance'—the actual linguistic output, while Pietrzak (2015) simplifies translation competence as the ability to translate effectively This study emphasizes linguistic theories of translation, considering linguistic competence as a key component of overall translation competence.
According to Chomsky (1965), translation competence refers to a speaker-listener's knowledge of their language, emphasizing that competence is a form of linguistic knowledge underlying actual language performance In contrast, Pym (1992) offers a simpler perspective on translation competence, highlighting the importance of practical skills alongside theoretical knowledge for effective translation These definitions underscore the critical role of both linguistic understanding and practical abilities in achieving translation proficiency.
Translation competence, as defined, involves two key abilities: the ability to generate multiple target texts from an original source text and the skill to confidently select the most appropriate translation through modulation Pym’s (1992) model emphasizes a simplified approach that focuses solely on the translation process, rather than encompassing linguistic competence or other related skills, making it particularly effective for understanding core translation skills.
Campbell (1998) identifies three levels of translation competence—textual, disposition, and monitoring—related to students' consistency in language knowledge and skills These levels encompass the ability to produce target language (TL) messages that adhere to written English structures, demonstrate persistency, and carefully select words to accurately convey meaning The highest level emphasizes self-awareness and editing skills, with more aware students achieving more effective translation through better editing strategies, ultimately enhancing translation quality.
Linguistic competence is considered a foundational prerequisite for translation competence (Schaffner, 2000) Translation competence encompasses accuracy and proper expression in translation, along with self-assessment and problem-solving abilities (Popescu, 2011; 2013b) Popescu’s synthetic model defines key subcategories of translation competence, including linguistic competence, ITC competence, content-knowledge competence, research competence, and monitoring competence The evaluation of translation quality in the target language involves adherence to standard grammar, vocabulary, syntax, punctuation, style, tone, and spelling Monitoring competence specifically relates to self-assessment and the ability to address and resolve issues, ensuring continuous improvement and quality in translation work.
In conclusion, numerous frameworks on translation competence have been studied and constructed, based on many different notions of translation,
This article explores translation theory and methods, emphasizing the importance of developing translation competence through targeted learning outcomes and pedagogic strategies It adopts Popescu's (2011) model, focusing on linguistic competence, monitoring competence, and intercultural transfer competence (ITC), to tailor portfolio assessment and translation error analysis Implementing these approaches aims to improve students' self-monitoring skills and enhance their overall translation abilities The study specifically targets students in the International Studies of International Relations Department at Saigon University, seeking to foster more effective translation practices and better prepare students for professional language use.
Concept of Portfolio
Assessment plays a crucial role in reflecting the learning and teaching process while enhancing student motivation and self-monitoring It informs decisions on necessary changes, progress, or re-teaching strategies to improve educational outcomes (Fulcher, 2010; Black et al., 2003) However, Brown (2003, p.251) argues that traditional tests are primarily “measurement tools” and lack authenticity, highlighting the need for more genuine assessment methods.
Nonetheless, there have been controversial arguments on the benefits, challenges or effects of these assessment approaches (Friedlander and Serban,
Traditional assessment methods have notable drawbacks, leading to the growing recognition of alternative assessment approaches These innovative methods are considered flexible, complementary, and linked to diverse, authentic, and contextualized learning experiences By emphasizing self-assessment and performance-based evaluation, alternative assessments promote a more comprehensive understanding of student learning Scholarship by Brown and Hudson (1998), Baume (2000), Brown (2004), Stiggins and Chappuis (2005), and Galçon-Maũas (2016) highlights the importance of these approaches in enhancing assessment effectiveness and aligning with modern educational needs.
Portfolios are increasingly recognized as a popular alternative assessment method, effectively supporting self-monitoring and competence development across various language skills and translation abilities They serve as authentic, real-life tools that motivate learners and enhance their overall language learning experience Many scholars, including Brown and Hudson (1998), Baume (2000), and Black et al (2003), highlight the effectiveness of portfolios in assessing and fostering language proficiency and translation skills.
2.2.1 Definition and Types of portfolio
Portfolios have long been utilized as a formative assessment tool across various classroom settings, especially in language education for skills such as writing, speaking, listening, reading, and translation competence (Johnson, 2003; Yurdabakan and Erdogan, 2009; Chapuis et al., 2012; Galán-Maũas, 2016) These collections serve as evidence of student learning, gathered by teachers, peers, or students themselves, enabling educators and learners to adjust teaching methods and learning strategies accordingly This process promotes self-monitoring, self-assessment, and enhances language and translation skills, supporting continuous improvement and personalized learning.
A portfolio is defined as “a purposeful collection of students’ work that demonstrates … their efforts, progress, and achievements in given areas” (Genesee and Upshur, 1996, p.99 cited by Brown, 2004) As seven guidelines suggested by Brown (2004), Portfolio Assessment (henceforth PA) begins with
Effective portfolio development begins with setting clear objectives and providing guidelines on the required materials and assessment criteria It also involves specifying the scheduled time and location for portfolio creation The process concludes with fostering positive washback to enhance the final assessment These guidelines align with the six attributes of PA, summarized by the acronym CRADLE—Collecting, Reflecting, Assessing, Documenting, Linking, and Evaluating (Brown, 2004, p 256)—ensuring a comprehensive and structured approach to portfolio assessment.
Despite the diversity of purposes to implement portfolio in the classrooms, portfolio can be designed and applied in the different ways (Johnson, 2003; Brown, 2004; Chan, 2008; Galỏn-Maủas, 2016; Lam, 2016) Brown (2004, p257-
Implementing effective portfolios involves seven key steps aligned with Brown’s CRADLE model, which encompasses the six essential attributes: Collecting, Reflecting, Assessing, Documenting, Linking, and Evaluating (Brown, 2004, p 256) By thoroughly engaging with these attributes, educators can tailor each of the seven guidelines to achieve specific teaching objectives or enhance the overall teaching process This structured approach ensures portfolios serve as a comprehensive tool for fostering student development and supporting instructional goals.
Portfolios are comprehensive collections that showcase students’ progress and inform future pedagogic strategies (Brown, 2004; Johnson, 2003) They typically include diverse artifacts such as tests, translation drafts (initial, revised, and final versions), articles, newspapers, texts, comments, evaluations, and teachers’ feedback Additionally, portfolios may contain textbooks, assignments, and self-assessment tools like checklists, providing a holistic view of student development.
According to Haladyn (1997) cited in Birgin and Baki (2007), there are five types of portfolios named as “ideal, showcase, documentation, evaluation, and class portfolio” while some other authors consider portfolio types as learning, teaching and assessment portfolios (Mues and Sorcinelli, 2000; McNelly, 2002) McNelly (2002) defines teaching portfolio as a coherent set of material representing teaching practice as related to student learning and all activities enriching student learning
Portfolio is differently defined relating to user’s way of usage and purposes
Learning portfolios are essential tools for assessing learners’ progress, as they collect and showcase learners’ work and achievements (Chapuis et al., 2012) These portfolios are flexible in format and content, allowing educators and learners to choose methods that best suit their needs With advancements in electronic communication, learning portfolios can be implemented in traditional paper formats or digital formats, enhancing accessibility and ease of use (Chapuis et al., 2012).
According to Chan (2008), portfolios include documentation, process, and product portfolios The process portfolio specifically serves as a compilation of students' reflections, cognitive activities, and metacognitive functions, fostering self-directed learning It enables students to actively reflect on self-assessment, monitor their progress, and incorporate feedback for continuous improvement Additionally, the course-portfolio, also known as a process-portfolio, consists of student work collected over time, showcasing both early and advanced efforts to demonstrate learning progress This collection serves as valuable evidence for both formative and summative assessments, highlighting growth and development in student performance (Johnson, 2003).
To the extent of the beneficial features of process portfolios, Galỏn-Maủas
(2016) investigates the advantages of combined-function framework between teaching, learning and assessment can be attained by the use of learning portfolios in translation classrooms Learning portfolios can help the students fully take part in their own learning process with the external support from teachers and peers In addition, learning portfolios can enable teachers to determine whether and how the requirements of learning outcomes have been achieved and help teachers adjust the teaching methods as necessary
On the above-mentioned purposes of learning portfolios, Galỏn-Maủas
According to 2016 research, a well-structured rubric and portfolio assessment content are essential for evaluating students’ translation work effectively Ensuring the quality and usefulness of assessments is crucial for measuring student progress Learning portfolios serve as valuable tools in basic translation courses, providing clear instructions, guidelines, and reports that support student development and assessment accuracy.
22 involved together with the flexible tasks and assessment schemes according to the learning objectives for self-monitoring and translation competence of the course
Shortly, types of portfolio are summarized into the following table:
Type of portfolio Items Characteristics
- self-assessment, reports, revised versions of translation drafts, compulsory translations, collection and analysis of electronic resources, summary of two public lectures
- teachers’ specific instructions, guidelines, feedback, students’ translation versions like the original drafts, revised drafts, self-reviews, the course learning outcomes, useful ancillary collected or developed artifacts
- a well-structured rubric and content of portfolio assessment on students’ translation work
- a learning tool for conscious awareness, individual experience and identification of improvement
- a well-structured rubric and content of portfolio assessment on students’ translation work
McNelly (2002) a coherent set of material representing teaching practice related to student learning and all activities enriching student learning
(2008) tests, drafts (first drafts, revised drafts, final drafts), artifacts, teachers’ evaluation and feedback, a textbook, assignments, self-assessment
- best drafts, artifacts, teacher’s assessment, self- assessment, textbook
- six attributes of a portfolio with the acronym CRADLE standing for Collecting, Reflecting, Assessing, Documenting, Linking and Evaluating
- content of portfolio assessment on students’ translation work is the key to success and it is necessary to have the quality of test usefulness for assessment
This study utilizes Johnson (2003)’s Basic Translation Course portfolio and Galỏn-Maủas (2016)’s learning portfolio rubric to enhance self-monitoring skills and improve translation competence among students in the International Studies of International Relations Department at Saigon University.
2.2.2 Advantages and challenges of portfolio
Portfolios are widely applied across various educational frameworks globally to assess student learning, develop language skills, and enhance language competence They are used not only in EFL contexts but also across diverse subjects, including translation teaching and learning According to established research (Tannenbaum, 1996; Brown, 2004; Stiggins and Chappuis, 2005; Little, 2007; Gonzalez, 2009; Khiabani and Nafissi, 2010; Lam), portfolios serve as effective tools for authentic assessment and skill development in both language education and broader academic disciplines.
2013) In the sense of assessment, portfolios are primarily employed as a tool of
24 formative assessment and summative assessment with the particular intentional purposes
Self-monitoring
Self-monitoring is a crucial component of translation competence, fostering students' independence, self-direction, and confidence in their translation learning It enables students to take control of their own learning process, promoting autonomy for future language and translation challenges As an executive process, self-monitoring activates and deactivates various cognitive processes, making it essential for effective translation practice and ongoing skill development.
It is a process in which students can evaluate the effectiveness of using the strategies to help them make progress and achieve goals (Presley and Ghatala,
1990) Self-monitoring indirectly demonstrates a positive influence on foreign language acquisition through learner understanding and reflection, and influences positively on critical thinking Self-monitoring is also related to students’ performance and engagement in classrooms, using of learning strategies, perceived control over the learning environment, and monitoring the problem- solving strategies (Delclos and Harrington, 1991; Lan, 2005)
This study emphasizes the importance of self-monitoring as a key learning strategy in challenging courses like translation classrooms Self-monitoring, as a crucial parameter of translation competence, involves students' awareness of translation quality, identification of errors, and implementation of error correction techniques According to Popescu (2011, 2013a), self-monitoring can be understood from multiple perspectives, including error detection and error remedy Therefore, this study aligns with Popescu’s criteria of self-monitoring, highlighting its significance in developing effective translation skills.
Johnson (2003)’s Basic Translation Course portfolio
Portfolios have become a popular and beneficial assessment method to encourage and assess students’ learning in translation courses for students’ learning process and performance-products It is the reflective-process learning required towards translation competence The following course-portfolio model by Johnson (2003, p.103) was developed in the Basic Translation Exercises course on the purposes of pedagogic framework on translation (See figure 2.1 on the next page)
Figure 2.1 A course-portfolio guideline in the Basic Translation Exercises
Johnson (2003) proposes a comprehensive course portfolio framework that encompasses teachers’ instructions, guidelines, feedback, and students’ translation versions, including original drafts, revised drafts, and self-reviews This framework also incorporates course learning outcomes, useful artifacts related to classroom activities, and collected or developed materials The primary objectives of Johnson’s framework focus on promoting revision, process-oriented learning, grounded reflection, value creation, meaning-making, student voice, written dialogue, completion, and assessment.
Revision is the entire focus of Johnson (2003)’s PA and translation course
This approach shifts the focus from weekly assignment grades to the valuable insights gained through self-reviews and feedback from teachers, peers, and others Students are encouraged to rework and revisit their work, confronting problems directly to discover effective solutions In translation courses, students are motivated to revise their drafts promptly after discussions and feedback, allowing them to submit the best revised versions, often reviewed multiple times by peers, to enhance their learning and translation skills.
Students’ engagement in the learning process through revision can place value not only on students’ product of their first effort, but also their activities toward their translation work as translators so that students can see the translation drafts derive to the quality of professional publication Throughout the course, appreciation of the fact that individual abilities is a work in progress and the entire value of a translation course insists on the achievements of the improved competence through the “contribution of each person’s talents, knowledge, and perspectives” (Johnson, 2003, p.104)
The reflection and the work exit parallel, side by side and the reflection may persist into the work Thus, their tangible bridge-building allows students to access to the chance and their first steps In portfolios, these mutual factors are intertwined and integrated closely The direct introduction and discussion of the reflective statements on the presented works is combined with “all drafts will provide the raw material” on the basis of the reflective statements giving the insight and conclusions
Value-creation and meaning-making:
Through portfolios within the course time, students have to arrange and present their collected materials and works as “part of the course itself” (Johnson,
2003, p.105) Students’ portfolios are required to organize and present appropriately in a labeled binder corresponding to their academic and future purposes The presentation of each students’ portfolio can be flexible and the acts of compilation, reflection, and presentation of physical works will bring a creatively broadened view and renew the meaning of every element during the continuing sequence
The students’ own experience, self-assessment and reflective presentation of the presented work introduce the portfolio, from which student voice figures out the parameter in assessing the product and the concentration of future efforts The teacher evaluates the course portfolio and the assessment is paralleled and characterized by the students’ own self-assessment in the reflective report The portfolio becomes significant evidence; translation quality can be influenced by all the factors of “translator’s talents, insecurities, emotional state” when translating and revising drafts, difficulties and the translations evolved (p.106)
Written dialogue differs significantly from oral presentations both inside and outside the classroom, offering a unique medium for expressing ideas Course portfolios serve as valuable tools that capture fleeting insights, document their application to individual work, and function as a framing mechanism for integration and reflection This approach enhances students' understanding and retention by providing a structured, lasting record of their learning process.
With course portfolios, students have a showcase of translations with professional translation quality made by themselves through the feedback and revision This factor proves an important meaning of the students’ achievement that directly cultivates students’ thoughts as a translator
In Johnson's (2003) Basic Translation Exercises course, the portfolio constitutes 40% of the formative assessment, contributing to the final course grade The remaining 60% is divided between timed translation exams, which account for 50%, and sight translation, which makes up 10% These exam scores serve as the basis for summative assessment within the overall GSTI curriculum This assessment structure is designed to prepare students for the GSTI professional exit exams and other employment-related assessments required by different organizations (Johnson, 2003, p.108).
Students are informed the four assessment criteria on PA including the primarily assessed average grades for original translations; learning achievements based on student self-reviews and translation revision; completeness; and professional presentation However, there is not any definition of each criterion in details Instead, Julia Johnson devised the mid-semester review and the portfolio included a mid-semester self-review and work to date – that is original translations submitted along with all subsequent revisions and any other work and materials
From going through the above characteristics, this paper adapts Johnson (2003)’s Basic Translation course portfolio content but not any other projects However, there is no detailed definition of each criterion on translation evaluation inherently These reasons explain for adaptation from Galỏn-Maủas (2016)’s rubric of portfolio assessment and assessment schedule in this paper for the translation course of International Studies at Saigon University As Johnson (2003)’s Basic Translation Exercises course and learning assessment schemes of the translation course of International Studies at Saigon University, the final exam weight the translation course of International Studies was sixty percent for a timed translation exam.
Galỏn-Maủas (2016)’s learning portfolio in translator training
Another model of PA is competence-based learning portfolio as framed by Galỏn-Maủas (2016) Anabel Galỏn-Maủas examines how to use learning portfolios as formative assessment and summative assessment by using the assessment rubric Devised from the rubric proposed by Andrade (2005) and Mertler (2001), her rubric (as seen in Appendix C) is composed of the stages to develop competence At each stage, assessment should undertake and the criteria of evaluating the learning outcome activities for translation competence development She ascertains the beneficial outcomes of learning portfolios as a tool of assessing the progressive process of translation learning of trainee translators In addition, learning portfolios not just help students, but also enable teachers to devise methods of teaching and assessing in a translation course
In accordance with six competences in Faculty’s Academic Committee‘s guidelines, the subject-specific competences are developed during the semester, Galỏn-Maủas (2016, p.4)’s learning portfolio content were designed as follows:
(2) Self-assessment (diagnostic questionnaire report, self-assessment reports)
(3) Usefulness of (electronic) resources for translation purposes (templates)
(4) Translations and reports on translations
(7) Summaries of two public lectures
Through the rubric for the evaluation of the portfolio contents, Galán- Maủas (2016)’s rubric shows the grading weight presented in terms of the summative assessment of learning portfolio contents in table 2.1 Moreover, regular assessment is a vital part of an effective teaching technique, so the schedule for portfolio submission is developed by Galỏn-Maủas (2016) as in table 2.1
Table 2.1: Assessment of learning portfolio contents proposed by Galỏn-Maủas (2016, p.7)
Content Percentage of the total mark
- Self-assessment questionnaire and progress report on the diagnostic questionnaire
3 Usefulness of (electric) resources for the purposes of translation
7 Summary of two public lectures 3%
Table 2.2: Schedule of portfolio submission proposed by Galỏn-Maủas
3 Usefulness of (electric) resources for the purposes of translation
7 Summary of two public lectures Week 15
8 Contrastive aspects of language Week 5
Galỏn-Maủas (2016)’s learning portfolio shares key characteristics and advantages with other formative and summative portfolios, as well as Johnson (2003)’s course portfolio Unlike Johnson’s approach, which emphasizes end-of-course student reflections and mid-semester self-assessments, Galỏn-Maủas’s framework involves regular, scheduled reports throughout the academic term This consistent reporting promotes continuous assessment and ongoing student engagement, distinguishing it from traditional portfolio practices.
Other differences between Galỏn-Maủas (2016)’s and Johnson (2003)’s models are the weight of grading contents assessment, diagnostic assessment schedule, scheduled submission and questionnaires Anabel Galỏn-Maủas gave two diagnostic assessment questionnaires – one is initial questionnaire and the other one is used as self-assessment at the end of the course As this author’s explanation, those two diagnostic assessment questionnaires were used to
36 determine the knowledge of translation prior to beginning the translation course and students’ development of knowledge and abilities at the end of the course
As presented Morales (1995) and Van Lier (2000) cited in Galỏn-Maủas
Regular assessment is essential to the teaching and learning process, as it helps students consolidate their knowledge and familiarize themselves with classroom criteria It encourages students to focus on key aspects of skill development and enhances their ability to independently solve problems.
This research paper adapts Galọ́n-Maủas (2016)’s assessment rubric, specifically focusing on evaluating the learning portfolios of Master’s students in English Linguistics and their English-to-Spanish text translations The decision to adopt her rubric was driven by its suitability for assessing portfolio content and translation quality However, the study does not incorporate other elements from her framework, such as questionnaires, translation software, forum reports, summaries of public lectures, self-assessment, or specific criteria for evaluating translation competence and quality.
This study focuses on junior EFL non-majors enrolled in the International Studies of International Relations Department at Saigon University To enhance the assessment, reports on translations, self-monitoring, and the weight of each parameter were incorporated into the adapted evaluation rubric The research adopts Popescu (2013a)’s translation error analysis and Popescu (2011)’s model for translation competence and self-monitoring, which will be further explained in the next section of the chapter.
Popescu (2011)’s model of translation competence and linguistic
Although Grammar-Translation has largely fallen out of favor in modern pedagogy, its influence persists in some regions where it is still widely used Despite the popularity of the Communicative Language Teaching approach (Howatt, 1984), modified versions of the Grammar-Translation method continue to be implemented in certain parts of the world (Rodgers, 1986, cited in Popescu, 2011).
Thus, there has been the conflict of using translation tasks in the foreign language class (Uzawa, 1996) Translation is criticized as a language teaching method because it is believed that the first language may interfere the second language when translating Nonetheless, translation tasks can develop student linguistics and linguistic competences (Basnett, 1998) This is Popescu (2011)’s primary tenet for her research framework on linguistic competences, translation competences and their interrelations Popescu (2011) believes that students’ linguistic competences are the prerequisite factors to translation competences and in turn, translation competences can be enhanced during learning a second language
Popescu (2011)’s framework, investigating Romanian students in Business and Public Administration in a translation course, can prove the essential pragmatic-oriented characteristics and the personal skills towards a translator It can be seen that translation competence cannot be achieved if a translator does not already attain good knowledge of both SL and TL
The competence factors in her model were explicated from some particular models developed by some other linguists such as Campbell (1998), Sofer
(1998), Baker (1992), and Katan (1999) Campbell (1998 cited in Popescu, 2011) analysed translation competence of Arabic-native speakers’ translation into English and set up a three-layered model of translation competence with textual
This article explores key aspects of linguistic competence, including competence, disposition, and monitoring competence It details the development of parameters across these layers, such as four types of disposition, linguistic features of textual competence, and two sub-competences within monitoring—self-awareness and editing—highlighting their significance in language proficiency.
Popescu’s (2011) model, utilized in a 2013 study involving thirty Romanian students in a Translation course, highlights essential translation competences including content knowledge, research skills, monitoring abilities, and ICT proficiency These competencies are integrated with language learning skills such as linguistic, socio-linguistic, pragmatic, and intercultural competences, forming a comprehensive framework for effective translation education The model’s pedagogical objectives for a translation course emphasize the development of these key skills to enhance students’ overall translation proficiency (See figure 2.2).
Figure 2.2: Popescu (2011)’s framework in a translation course
In figure 2.2, these competences are derived from the intersection of linguistic competence in the broadened meanings mentioned above and translation competence Further synthetically explained in terms of translation
Content-knowledge competence includes proficiency in specialized fields such as economics, law, finance, and medicine, emphasizing the importance of domain-specific language skills ICT competence encompasses abilities in hardware, operating systems like Windows and Trados, and internet usage, enabling effective digital literacy Additionally, monitoring competence involves the capacity to assess the quality of translation products, while research competence focuses on selecting and utilizing bibliographic and lexicographic resources for thorough research and accurate translation.
Popescu (2011)’s model suggests the aims on the concurrence of both the translation theory and practice syllabus for language learners To enhance students’ translation competence, improve self-monitoring and meet the learning outcomes in the basic translation course of International Studies of International Relations Department at Saigon University, this paper adapted Popescu (2011)’s framework, but not students’ ability of hardware and operating system environment in ICT competence This paper also adapted the three models by Popescu (2013a), Johnson (2003), and Galỏn-Maủas (2016) To the extent of portfolio assessment, this paper proposed the rubric of assessment on the portfolios of the participants in the experimental group (as seen in Appendix D).
Previous studies
2.7.1 Previous studies on translation error analysis
In the aforementioned part, it can be seen that error analysis can be useful and effective in pedagogic method for researchers, teachers and students, and that students’ errors could show the evidence of the way to learn or acquire a language and the evidence of the learners’ approaches or strategies to understand or discover a language (Corder, 1967)
Hansen (2010) pointed out that translation errors are supposed to depend on the different translation theories and norms and ATA Framework is utilized to
40 qualify a translation in the term of assessment The numerous studies have partly adopted or fulfilled ATA Framework to identify and analyze translation errors (Koby, 2014) It has been considered both linguistic academic and practical to translation error analysis as ATA Framework not only determines the assessment criteria but also the standards used for ATA’s certificate exams However, ATA Standard Error Framework is argued against its translation error evaluating at sentence-level but not at text-level (Koby, 2014)
Error analysis is crucial in highlighting the importance of errors within learners’ interlanguage systems, as emphasized by Brown (2004) Additionally, various frameworks for understanding translation errors, such as the Lexico-Semantic and Syntactico-Morphological models proposed by Corder (1981) and Keshavaz, provide valuable insights into identifying and addressing mistakes in language learning and translation processes.
1994) Translation errors can be classified into four types including linguistic errors, pragmatic errors, cultural and text-specific errors (Nord, 1997)
Pym (1992) proposed a model of error analysis that categorizes translation errors into binary and non-binary errors, emphasizing the importance of distinguishing between different types of mistakes The concept of non-binary errors and the required level of accuracy are integral to a communicative approach to translation evaluation, focusing on effective communication rather than strict correctness Additionally, most translation errors are non-binary and should be assessed using a grading scale to determine their severity and impact on overall translation quality.
Richards (1974), Selinker (1972, 1992), Lado (1957), and Popescu (2013a) identify three primary categories of translation errors: linguistic, comprehension, and translation errors These error types encompass morphological, syntactic, and collocational mistakes, as well as misunderstandings of lexis and syntax, along with errors of distortion, additions, and omissions, impacting the accuracy and coherence of translated texts.
A Corpus-Based framework offers an effective approach for analyzing translation errors, serving as a valuable research design in this field These frameworks utilize specialized corpora, such as collections of journalistic texts or learner’s writings, to identify and examine common translation mistakes Implementing a Corpus-Based approach enhances the accuracy and depth of translation error analysis, making it a preferred method for researchers seeking comprehensive insights into translation accuracy and proficiency.
41 translations (Popescu, 2013; Fantinuoli and Zanettin, 2015; Koltunski, 2015) In addition, the collected data was analyzed with the assistance of the computer software such as ConcApp Software Application - ELTC The ELTC was used to identify the taxonomy and occurrences of errors (Popescu, 2013a)
Popescu (2013a) classified translation errors as linguistic errors (morphological, syntactic, and collocational errors), comprehension errors (misunderstanding of lexis and syntax), and translational errors (distortions, additions, and omissions) She found out students’ translation errors could be analysed and classified into several types and they themselves could be resulted from many different causes Popescu (2013a) also ascertains that students can develop not only translation competence, but also linguistic competence through interspersing language teaching in a translation class and vice versa a foreign language class with translation tasks
2.7.2 Previous studies on the use of portfolios to enhance EFL students’ translation competence and to improve self-monitoring
Numerous studies on portfolios highlight that Performance Assessment (PA) functions as a contextualized, self-reflected, authentic, and real-life evaluation method (Brown & Hudson, 1998; Baume, 2000; Black et al., 2003; Rao, 2006; Lam, 2013) Birgin and Baki (2007) identify three key aspects for organizing portfolio content, while Brown (2004) offers seven essential steps or guidelines for effective implementation.
According to Brown (2004), effective portfolios must be carefully instructed, directed, and systematically developed over appropriate time periods They should be organized starting from preparatory activities to clear assessment criteria Establishing the purpose of the portfolio and selecting evidence that aligns with designated criteria are essential steps in ensuring the portfolio's effectiveness in demonstrating student learning.
On the same goal to encourage student reflection and self-assessment, Fernández Polo and Cal Varela (2011) point out that portfolio assessment
The article highlights that students' portfolios demonstrate their efforts, achievements, and improvements in learning, particularly through reflective practice According to recent studies, students value the use of portfolios during their second-year translation courses, viewing it as a beneficial tool for learning and assessing their translation skills This positive reflection indicates that portfolio assessment effectively enhances students' translation competence and supports their overall skill development.
Portfolios serve as a valuable tool for enhancing learning, assessment, and student engagement by integrating teaching, learning, and evaluation processes They offer tangible benefits for both teachers and students in translation education, fostering the development of translation competence, decision-making, self-monitoring, problem-solving, and self-assessment skills Additionally, portfolios enable teachers to make informed instructional decisions tailored to achieving specific learning outcomes in translation classrooms.
Using portfolios in translation courses can significantly enhance students’ translation skills, as demonstrated by Aulia et al (2014), who found that portfolios—including students’ works, syllabi, parallel texts, and assignments—are effective tools in improving translation competence among English Department students at the State Polytechnic University of Padang Their research showed that students who used portfolios scored higher in post-tests after seven weeks, indicating the effectiveness of this approach Although the PA model was not thoroughly analyzed and translation ability cannot solely be measured by translation scores, the study confirms the usefulness of portfolios in boosting translation learning outcomes.
PA can also be employed to investigate how to foster students’ self-driven competence through translation teaching and translation testing (Alonso, 2003)
Portfolios are valuable tools for teachers to evaluate their teaching methods while promoting a learner-centered approach (Gómez, 1999) By clearly defining learning and teaching goals, educators can effectively develop assessments and scoring criteria to measure students' achievement of these objectives This strategic alignment enhances the focus on student progress and supports an individualized, learner-focused educational environment.
A portfolio is a vital, systematic collection of a learner’s work that serves as evidence of their abilities, strengths, weaknesses, and achievements in a specific area It encourages students to take greater responsibility for their learning, fostering increased activity, motivation, and awareness of the factors involved in translation Additionally, utilizing portfolios helps students effectively manage and achieve their learning goals through personalized assessment (PA).
2.7.3 Previous Vietnamese studies on translation error analysis and portfolios to improve self-monitoring and translation competence
Summary
This chapter offers comprehensive insights into portfolios, highlighting their role as tools for teaching, learning, assessment, and translation It covers essential foundational theories, including definitions, translation theories, approaches, processes, error analysis, and competence, to support the research Additionally, it explores the characteristics of portfolios, discussing their definitions, types, models, and the associated advantages and challenges The primary goal of this paper is to investigate ways to enhance students’ self-assessment and learning through effective portfolio use.
This article explores how a portfolio-based framework can effectively monitor and enhance translation competence The study highlights the benefits of using portfolios to improve self-monitoring skills among language learners Additionally, it emphasizes the importance of implementing methodological tools to optimize portfolio use for achieving these educational goals Further details on the specific instruments and strategies for utilizing portfolios will be discussed in the subsequent chapter.